Главная страница

Книга Рожденные цифровыми. Солдатова Г. У., Рассказова Е. И., Вишнева А. Е


Скачать 6.98 Mb.
НазваниеСолдатова Г. У., Рассказова Е. И., Вишнева А. Е
Дата27.03.2023
Размер6.98 Mb.
Формат файлаpdf
Имя файлаКнига Рожденные цифровыми.pdf
ТипРассказ
#1017332
страница29 из 31
1   ...   23   24   25   26   27   28   29   30   31
Солдатова Г.У., Рассказова Е.И. Чрезмерное использование интернета: факторы и признаки // Психологический журнал. 2013. Т. 34,
№ 4. С. 79–88.
84. Солдатова Г.У., Рассказова Е.И. Психологические модели цифро- вой компетентности российских подростков и родителей // Национальный психологический журнал. 2014. Т. 14, № 2. С. 27–33.
85. Солдатова Г.У., Рассказова Е.И. Мотивация в структуре цифро- вой компетентности российских подростков // Национальный психологи- ческий журнал. 2017а. № 1. С. 3–14. https://doi.org/10.11621/npj.2017.0101 86. Солдатова Г.У., Рассказова Е.И. Цифровая ситуация развития межпоколенческих отношений: разрыв и взаимодействие между подрост- ками и родителями в Интернете // Мир психологии. 2017б. Т. 89, № 1.
С. 134–143.
87. Солдатова Г.У., Рассказова Е.И. Краткая и скрининговая версии индекса цифровой компетентности: верификация и возможности приме- нения // Национальный психологический журнал. 2018а. № 3. С. 47–56. https://doi.org/10.11621/npj.2018.0305 88. Солдатова Г.У., Рассказова Е.И. Неосведомленность родителей о столкновении подростков с рисками // Психологический журнал. 2018б.
Т. 39, № 6. С. 74–86.
89. Солдатова Г.У., Рассказова Е.И. Итоги цифровой трансформации: от онлайн-реальности к смешанной реальности // Культурно-историческая психология. 2020. Т. 16, № 4. С. 87–97. https://doi.org/10.17759/
chp.2020160409 90. Солдатова Г.У., Рассказова Е.И., Нестик Т.А. Цифровое поколе- ние России. М.: Смысл, 2017.

Литература
313 91. Солдатова Г.У., Рассказова Е.И. Цифровой разрыв и межпоколен- ческие отношения родителей и детей // Психологический журнал. 2016.
Т. 37, № 5. С. 44–54.
92. Солдатова Г.У., Теславская О.И. Видеоигры, академическая успе- ваемость и внимание: опыт и итоги зарубежных эмпирических исследова- ний детей и подростков // Современная зарубежная психология. 2017. Т. 6,
№ 4. С. 21–28.
93. Солдатова Г.У., Теславская О.И. Особенности межличностных отношений российских подростков в социальных сетях // Национальный психологический журнал. 2018. № 3. С. 12–22. https://doi.org/10.11621/
npj.2018.0302 94. Солдатова Г.У., Теславская О.И. Особенности использования цифровых технологий в семьях с детьми дошкольного и младшего школь- ного возраста // Национальный психологический журнал. 2019. № 4 (36).
С. 12–27. https://doi.org/10.11621/npj.2019.0402 95. Солдатова Г.У., Чигарькова С.В. Стратегии учительской медиа- ции цифровой активности школьников глазами подростков // Цифровое общество как культурно-исторический контекст развития человека / под ред. А.Е. Войскунского, Р. Ершовой. Коломна: Псиград, 2020. С. 378–383.
96. Солдатова Г.У., Чигарькова С.В., Дренева А.А., Илюхина С.Н. Мы в ответе за цифровой мир: Профилактика деструктивного поведения под- ростков и молодежи в Интернете: учеб.-метод. пособие. М.: Когито-Цент р,
2019.
97. Солдатова Г.У., Чигарькова С.В., Дренева А.А., Кошевая А.Г.
Эффект Юлия Цезаря: типы медиамногозадачности у детей и подрост- ков // Вопросы психологии. 2020б. № 4. С. 54–69.
98. Солдатова Г.У., Чигарькова С.В., Кошевая А.Г., Никонова Е.Ю.
Повседневная деятельность подростков в смешанной реальности: пользо- вательская активность и многозадачность // Сибирский психологический журнал. 2022. № 83. С. 20–45. https://doi.org/10.17223/17267080/83/2 99. Солдатова Г.У., Шляпников В.Н. Игры, мультики, учеба // Дети в информационном обществе. 2014. № 17. С. 35–43.
100. Солдатова Г.У., Шляпников В.Н. Использование цифровых устройств детьми дошкольного возраста // Нижегородское образование.
2015. № 3. С. 78–85.
101. Тоффлер Э. Шок будущего. М.: ACT, 2002.
102. Фаликман М.В. Общая психология / под общ. ред. Б.С. Братуся.
М.: Академия, 2006. Т. 4: Внимание.
103. Филимоненко Ю.И., Тимофеев В.И. Руководство к методике иссле- дования интеллекта у детей Д. Векслера. СПб.: ИМАТОН, 1992.
104. Фрумкин К.Г. Клиповое мышление и судьба линейного текста //
Ineternum. 2010. № 1. https://www.topos.ru/article/7371

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
314 105. Цветкова Л.С. Введение в нейропсихологию и восстановительное обучение. М.: МПСИ, 2000.
106. Шеметова Т.Н. Клиповое интернет-сознание как тип пралогич- ного мышления // Вестник Нижегородского университета им. Н.И. Лоба- чевского. 2013. № 2(4). С. 254–259.
107. Шпитцер М. Антимозг. Цифровые технологии и мозг. М.: АСТ,
2014.
108. Эйдемиллер Э.Г. Семейная психотерапия у подростков при психо- патиях, акцентуациях характера, неврозах и неврозоподобных состояниях:
Методические рекомендации. М., 1980.
109. Acevedo-Polakovich I.D., Lorch E.P., Milich R. Comparing television use and reading in children with ADHD and non-referred children across two age groups // Media Psychology. 2007. Vol. 9. P. 447–472. https://doi.
org/10.1080/15213260701291387 110. Akhutina T.V., Korneev A.A., Matveeva E.Yu., Agris A.R. Age-related changes of higher mental functions in 7–9 years old children with diff erent types of state regulation defi cits // Psychology. Journal of the Higher School of
Economics.2015. Vol. 12, № 3. P. 131–152.
111. Akhutina T.V., Korneev A.A., Matveeva E.Yu., Gusev A.N., Kremlev
A.E. The development of integral indices for a computerized neuropsychological test battery for children // Российский журнал когнитивной науки. 2019.
Т. 6, № 2. С. 4–19.
112. Alves L.A. de S., dos Santos B.R., de Frietas L.G. Training actions impact on the use of technologies in teaching practices // Psicologia: Teoria e
Prática. 2017. Vol. 19, № 3. P. 335–352. https://doi.org/10.5935/1980-6906/
psicologia.v19n3p316-334 113. Alzahabi R., Becker M.W. The association between media multitasking, task-switching, and dual-task performance // Journal of Experimental
Psychology: Human Perception and Performance. 2013. Vol. 39, № 5. P. 1485–
1495. https://doi.org/10.1037/ a0031208 114. [American Psychological Association]. How technology changes everything (and nothing) in psychology: 2008 Annual report of the APA policy and planning board // American Psychologist. 2009. Vol. 64, № 5. P. 454–463. https://doi.org/10.1037/a0015888 115. Anderson D.R., Choi H.P., Lorch E.P. Attentional inertia reduces distractibility during young children’s TV viewing // Child Development.1987.
Vol. 58. P. 798–806. https://doi.org/10.2307/1130217 116. Anderson D.R., Hanson K.G. From blooming, buzzing confusion to media literacy: the early development of television viewing // Developmental
Review. 2010. Vol. 30. P. 239–255. https://doi.org/10.1016/j.dr.2010.03.004

Литература
315 117. Anderson D.R., Pempek T.A. Television and very young children //
American Behavioral Scientist. 2005. Vol. 48, № 5. P. 505–522. https://doi.
org/10.1177/0002764204271506 118. Anderson D.R., Subrahmanyam K. Digital screen media and cognitive development // Pediatrics. 2017. Vol. 140. P. 57–61. https://doi.org/10.1542/
peds.2016-1758C
119. Anderson P. Assessment and development of executive function (EF) during childhood // Child Neuropsychology. 2002. Vol. 8. P. 71–82.
120. Anderson V., Anderson P.J., Jacobs R., Smith M.S. Development and assessment of executive function: From preschool to adolescence // Executive functions and the frontal lobes: A lifespan perspective / ed. by V. Anderson,
R. Jacobs, P.J. Anderson. New York: Taylor & Francis, 2008. P. 123–154.
121. Antonenko P.D., Niederhauser D.S. The infl uence of leads on cognitive load and learning in a hypertext environment // Computers in Human Behavior.
2010. Vol. 26, № 2. P. 140–150. https://doi.org/10.1016/j.chb.2009.10.014 122. Atkinson P., Barker R. “Hey Alexa, what did I forget?”: Networked devices, Internet search and the delegation of human memory // Convergence:
The International Journal of Research into New Media Technologies. 2021.
Vol. 27, № 1. P. 52–65. https://doi.org/10.1177/1354856520925740 123. Baldwin D.R., McIntyre A., Hardaway E. Perceived parenting styles on college students' optimism // College Student Journal. 2007. Vol. 41, № 3.
P. 550–557.
124. Barasch A., Diehl K., Silverman J., Zauberman G. Photographic memory: The eff ects of volitional photo taking on memory for visual and auditory aspects of an experience // Psychological Science. 2017. Vol. 28, № 8.
P. 1056–1066. https://doi.org/10.1177/0956797617694868 125. Barr N., Pennycook G., Stolz J.A., Fugelsang J.A. The brain in your pocket: Evidence that Smartphones are used to supplant thinking // Computers in Human Behavior. 2015. Vol. 48. P. 473–480.
126. Barr R., Lauricella A., Zack E., Calvert S.L. Infant and early childhood exposure to adult-directed and child-directed television programming: relations with cognitive skills at age four // Merrill-Palmer Quarterly.2010. Vol. 56,
№ 1. P. 21–48. https://doi.org/10.1353/mpq.0.0038 127. Baumgartner S., van der Schuur W., Lemmens J. The relationship between media multitasking and attention problems in adolescents: results of two longitudinal studies // Human Communication Research. 2018. Vol. 44.
P. 3–30. https://doi.org/10.1093/hcre.12111 128. Baumgartner S.E., Weeda W.D., van der Heijden L.L., Huizinga M.
The relationship between media multitasking and executive function in early adolescents // The Journal of Early Adolescence. 2014. Vol. 34, № 8. P. 1120–
1144. https://doi.org/10.1177/0272431614523133

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
316 129. Baumrind D. Current patterns of parental authority // Developmental
Psychology. 1971. Vol. 4, № 1, Pt. 2. P. 1–103.
130. Barr R., Zack E., Garcia A., Muentener P. Infants' attention and responsiveness to television increases with prior exposure and parental interaction // Infancy. 2008. Vol. 13. P. 30–56. https://doi.org/10.1080/
15250000701779378 131. Bavelier D., Achtman R.L., Mani M., Föcker J. Neural bases of selective attention in action video game players // Visual Research. 2012a.
Vol. 61. P. 132–143. https://doi.org/10.1016/j.visres.2011.08.007 132. Bavelier D., Green C.S. Enhancing attentional control: lessons from action video games // Neuron.2019. Vol. 104. P. 147–163. https://doi.
org/10.1016/j.neuron.2019.09.031 133. Bavelier D., Green C.S., Dye M.W.G. Children, wired: for better and for worse// Neuron.2010. Vol. 67. P. 692–701. https://doi.org/10.1016/j.
neuron.2010.08.035 134. Bavelier D., Green C.S., Pouget A., Schrater P. Brain plasticity through the life span: learning to learn and action video games // Annual Review of
Neuroscience. 2012b. Vol. 35. P. 391–416. https://doi.org/10.1146/annurev- neuro-060909-152832 135. Bechara A., Dolan S., Denburg N., Hindes A., Anderson S.W.,
Nathan P.E. Decision-making defi cits, linked to a dysfunctional ventromedial prefrontal cortex, revealed in alcohol and stimulant abusers // Neuropsychologia.
2001. Vol. 39, № 4. P. 376–89. https://doi.org/10.1016/s0028-3932(00)00136-6 136. Berger P. Prácticas de mediación docente: Oportunidades y riesgos en el comportamiento mediático de jóvenes // Comunicar. 2020. Vol. 2, № 64.
P. 49–59. https://doi.org/10.3916/C64-2020-05 137. Blair C., Razza R.P. Relating eff ortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten //
Child Development. 2007. Vol. 78, № 2. P. 647–663.
138. Boari D., Fraser M., Stanton Fraser D., Cater K. Augmenting spatial skills with mobile devices // Proceedings of the ACM SIGCHI Conference on
Human Factors in Computing Systems (CHI2012), 2012. P. 1611–1620. https://
doi.org/10.1145/2207676.2208284 139. Boot W.R., Blakely D.P., Simons D.J. Do action video games improve perception and cognition? // Frontiers in Psychology. 2011. Vol. 2. Article 226.
140. Boot W.R., Kramer A.F., Simons D.J., Fabiani M., Gratton G. The eff ects of video game playing on attention, memory, and executive control //
Acta Psychologica.2008. Vol. 129. P. 387–398. https://doi.org/10.1016/j.
actpsy.2008.09.005 141. Borca G., Bina M., Keller P.S., Gilbert L.R., Begotti T. Internet use and developmental tasks: Adolescents’ point of view // Computers in Human
Behavior. 2015. Vol. 52. P. 49–58.

Литература
317 142. Bowers A., Berland M. Does recreational computer use aff ect high school achievement? // Educational Technology Research and Development.
2013. Vol. 61, № 1. P. 51–69. https://doi.org/10.1007/s11423-012-9274-1 143. Bowlby J. The making and breaking of aff ectional bonds // British
Journal of Psychiatry. 1979. Vol. 130. P. 201–210. https://doi.org/10.1192/
bjp.130.3.201 144. Brand M., Young K.S., Laier C. Prefrontal control and Internet addiction: A theoretical model and review of neuropsychological and neuroimaging fi ndings // Frontiers in Human Neuroscience. 2014. Vol. 8.
Article 375. https://doi.org/10.3389/fnhum.2014.00375 145. Brasel S.A., Gips J. Media multitasking behavior: concurrent television and computer usage // Cyberpsychology, Behaviour, and Social Networking.
2011. Vol. 14. P. 527–534. https://doi.org/10.1089/cyber.2010.0350 146. Brito R., Dias P. Technologies and children up to 8 years old: What changes in one year? // Observatorio. 2019. Vol. 13, № 2. P. 68–86. https://doi.
org/10.15847/obsOBS13220191366 147. Brody S. Patterns of mothering. New York: Plenum Press, 1956.
148. Brosnan M.J. Technophobia: The psychological impact of information technology. London: Routledge, 1998.
149. Burnett G.E., Lee K. The eff ect of vehicle navigation systems on the formation of cognitive maps // Traffi c and transport psychology: theory and application / ed. by G. Underwood. Elsevier Science, 2005. P. 407–418. https://
doi.org/10.1016/b978-008044379-9/50188-6 150. Cain M.S., Prinzmetal W., Shimamura A.P., Landau A.N. Improved control of exogenous attention in action video game players // Frontiers in
Psychology.2014. Vol. 5. Article 69. https://doi.org/10.3389/fpsyg.2014.00069 151. Canadian Paediatric Society. Screen time and young children: promoting health and development in a digital world. Paediatrics and Child
Health, 2017, 22, 461–468. https://doi.org/10.1093/PCH/PXX123 152. Cao F., Su L., Liu T., Gao X. The relationship between impulsivity and
Internet addiction in a sample of Chinese adolescents // European Psychiatry.
2007. Vol. 22. P. 466–471.
153. Cardoso-Leite P., Green S.C., Bavelier D. On the impact of new technologies on multitasking // Developmental Review.2015. Vol. 35.
P. 98–112. https://doi.org/10.1016/j.dr.2014.12.001 154. Carroll G.B. Factor-analytic investigations of cognitive abilities //
Human assessment: Cognition and motivation / ed. by S.E. Newstead,
S.H. Irvine, P.L. Dann. Springer Dordrecht, 1986. P. 3–8.
155. Cepeda N.J., Kramer A.F., Gonzalez de Sather J.C.M. Changes in executive control across the life span: examination of task-switching performance // Developmental Psychology. 2001. Vol. 37. P. 715–730. https://
doi.org/10.1037/0012-1649.37.5.715

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
318 156. Chan P.A., Rabinowitz T. A cross-sectional analysis of video games and attention defi cit hyperactivity disorder symptoms in adolescents // Annals of
General Psychiatry. 2006. Vol. 5. Article 16. https:// 10.1186/1744-859X-5-16 157. Children and parents: Media use and attitudes report 2018 / Ofcom.
2019. January 29. URL: https://www.ofcom.org.uk/__data/assets/pdf_
fi le/0024/134907/Children-and-Parents-Media-Use-and-Attitudes-2018.pdf
158. Children, risk and safety on the Internet: Research and policy challenges in comparative perspective / ed. by S. Livingstone, L. Haddon, A. Görzig.
Bristol, UK: The Policy Press, 2012.
159. Chisholm J.D., Kingstone A. Action video games and improved attentional control: Disentangling selection-and response-based processes //
Psychonomic Bulletin & Review. 2015. Vol. 22, № 5. P. 1430–1436.
160. Chou H., Chou C., Chen C. The moderating eff ects of parenting styles on the relation between the internet attitudes and internet behaviors of high- school students in Taiwan // Computers & Education. 2016. Vol. 94. P. 204–
214. https://doi.org/10.1016/j.compedu.2015.11.017 161. Christakis D.A., Gilkerson J., Richards J.A. et al. Audible television and decreased adult words, infant vocalizations, and conversational turns: a population-based study // Archives of Pediatrics and Adolescent
Medicine.2009. Vol. 163, № 6. P. 554–558. https://doi.org/10.1001/
archpediatrics.2009.61 162. Christakis D.A., Zimmerman F.J., DiGiuseppe D.L., McCarthy C.A.
Early television exposure and subsequent attentional problems in children //
Pediatrics. 2004. Vol. 113. P. 708–713. https://10.1542/peds.113.4.708 163. Clark A., Chalmers D. The extended mind // Analysis. 1998. Vol. 58,
№ 1. P. 7–19. http://www.jstor.org/stable/3328150 164. Cliff D.P., Howard S.J., Radesky J.S., McNeill J., Vella S.A. Early childhood media exposure and self-regulation: bidirectional longitudinal associations // Academic Pediatrics.2018. Vol. 18. P. 813–819. https://doi.
org/10.1016/j.acap.2018.04.012 165. Colzato L.S., van den Wildenberg W.P.M., Zmigrod S., Hommel B.
Action video gaming and cognitive control: playing fi rst person shooter games is associated with improvement in working memory but not action inhibition //
Psychological Research. 2013. Vol. 77. P. 234–239. https://doi.org/10.1007/
s00426-012-0415-2 166. Corbetta M., Shulman G.L. Control of goal-directed and stimulus- driven attention in the brain // Natural Reviews Neuroscience.2002. Vol. 3.
P. 201–215. https://doi.org/10.1038/nrn755 167. Crone E.A., Konijn E.A. Media use and brain development during adolescence // Nature Communications. 2018. Vol. 9, № 1. Article 588. https://
doi.org/10.1038/s41467-018-03126-x

Литература
319 168. Dahlin E., Neely A.S., Larsson A., Bäckman L., Nyberg L. Transfer of learning after updating training mediated by the striatum // Science.2008.
Vol. 320. P. 1510–1512. https://doi.org/10.1126/science.1155466 169. Danovitch J.H. Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development // Human
Behavior and Emerging Technologies. 2019. Vol. 1, № 2. P. 81–90. https://doi.
org/10.1002/hbe2.142 170. Danovitch J.H., Fisher M., Schroder H., Hambrick D.Z., Moser J.
Intelligence and neurophysiological markers of error monitoring relate to children’s intellectual humility // Child Development. 2017. Vol. 90, № 3.
P. 924–939. https://doi.org/10.1111/cdev.12960 171. Davidson M.C., Amso D., Anderson L.C., Diamond A. Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching // Neuropsychologia.
2006. Vol. 44, № 11. P. 2037–2078.
172. De Luca C.R., Leventer R.J. Developmental trajectories of executive functions across the lifespan // Executive functions and the frontal lobes:
A lifespan perspective / ed. by V. Anderson, R. Jacobs, P.J. Anderson. New
York: Taylor & Francis, 2008. P. 23–56.
173. DeBell M., Chapman C. Computer and Internet use by students in
2003. Washington, DC: National Center for Education Statistics, U.S. Dept. of
Education, Institute of Education Sciences, 2006.
174. DeStefano D., LeFevre J.-A. Cognitive load in hypertext reading:
A review // Computers in Human Behavior. 2007. Vol. 23, № 3. P. 1616–1641. https://doi.org/10.1016/j.chb.2005.08.012 175. Detnakarintra K., Trairatvorakul P., Pruksananonda C., Chonchaiya
W. Positive mother‐child interactions and parenting styles were associated with lower screen time in early childhood // Acta Paediatrica. 2020. Vol. 109, № 4.
P. 817–826.
176. Diamond A. Executive functions // Annual Review of Psychology.
2013. Vol. 64. P. 135–168. https://doi.org/10.1146/annurev-psych-113011-143750 177. Diamond A., Barnett S., Thomas J., Munro S. Preschool program improves cognitive control // Science. 2007. Vol. 318, № 5855. P. 1387–1388.
178. Diener E. Subjective well-being // Psychological Bulletin. 1984.
Vol. 95. P. 542–575.
179. Digital childhoods / ed. by S.J. Danby, M. Fleer, C. Davidson, M.
Hatzigianni. Springer Singapore, 2018. (International Perspectives on Early
Childhood Education and Development; Vol. 22). https://doi.org/10.1007/978-
981-10-6484-5 180. Dillon A., Gabbard R. Hypermedia as an educational technology: a review of the quantitative research literature on learner comprehension,

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
320
control, and style // Review of Educational Research. 1998. Vol. 68, № 3.
P. 322–349. https://doi.org/10.3102/00346543068003322 181. Dong G., Potenza M.N. Behavioural and brain responses related to
Internet search and memory // European Journal of Neuroscience. 2015.
Vol. 42, № 8. P. 2546–2554. https://doi.org/10.1111/ejn.13039 182. Dunbar R. Do online social media cut through the constraints that limit the size of offl ine social networks? // Royal Society Open Science. 2016. Vol. 3.
Article 150292. https://doi.org/10.1098/rsos.150292 183. Dünser A., Jirasko M. Interaction of hypertext forms and global versus sequential learning styles // Journal of Educational Computing Research. 2005.
Vol. 32, № 1. P. 79–91. https://doi.org/10.2190/1j25-lwqf-pq3w-labm
184. Dye M.W.G., Bavelier D. Playing video games enhances visual attention in children // Journal of Vision.2004. Vol. 4, № 11. P. 40. https://doi.
org/10.1167/4.11.40 185. Dye M.W.G., Green C.S., Bavelier D. Increasing speed of processing with action video games // Current Directions of Psychological Science. 2009.
Vol. 18. P. 321–326. https://doi.org/10.1111/j.1467-8721.2009.01660.x
186. Elsaesser C., Russell B., Ohannessian C.M., Patton D. Parenting in a digital age: A review of parents’ role in preventing adolescent cyberbullying //
Aggression and Violent Behavior. 2017. Vol. 35. P. 62–72.
187. Erickson K.I., Boot W.R., Basak C. et al. Striatal volume predicts level of video game skill acquisition // Cerebral Cortex. 2010. Vol. 20. P. 2522–2530. https://doi.org/10.1093/cercor/bhp293 188. Fan L., Zhan M., Qing W., Gao T., Wang M. The short-term impact of animation on the executive function of children aged 4 to 7 // International
Journal of Environmental Research and Public Health. 2021. Vol. 18, № 16.
Article 8616. https://doi.org/10.3390/ijerph18168616 189. Feng J., Spence I. Playing action video games boosts visual attention //
Video game infl uences on aggression, cognition, and attention / ed. by
C. Ferguson. Cham: Springer International Publishing, 2018. P. 93–104.
190. Feng J., Spence I., Pratt J. Playing an action video game reduces gender diff erences in spatial cognition // Psychological Science.2007. Vol. 18.
P. 850–855. https://doi.org/10.1111/j.1467-9280.2007.01990.x
191. Ferguson J. The infl uence of television and video game use on attention, and school problems: A multivariate analysis with other risk factors controlled // Journal of Psychiatric Research. 2010. Vol. 45, № 6. P. 808–813. https://doi.org/10.1016/j.jpsychires.2010.11.010 192. Firth J., Torous J., Stubbs B. et al. The “online brain”: how the Internet may be changing our cognition // World Psychiatry. 2019. Vol. 18, № 2. P. 119–
129. https://doi.org/10.1002/wps.20617

Литература
321 193. Fish A.M., Li X., McCarrick K., Partridge T. Early childhood computer experience and cognitive development among urban low-income preschoolers //
Journal of Educational Computing Research. 2008. Vol. 38, № 1. P. 97–113. https://doi.org/10.2190/EC.38.1.e
194. Foerde K., Knowlton B.J., Poldrack R.A. Modulation of competing memory systems by distraction // Proceedings of the National Academy of
Sciences of theUSA. 2006. Vol. 103. P. 11778–11783. https://doi.org/10.1073/
pnas.0602659103 195. Foster E.M., Watkins S. The value of reanalysis: TV viewing and attention problems // Child Development.2010. Vol. 81. P. 368–375. https://
doi.org/10.1111/j.1467-8624.2009.01400.x
196. Fox A.B., Rosen J., Crawford M. Distractions, distractions: does instant messaging aff ect college students’ performance on a concurrent reading comprehension task? // Cyberpsychology and Behavior. 2009. Vol. 12. P. 51–53. https://doi.org/10.1089/cpb.2008.0107 197. Frith J., Kalin J. Here, I used to be: mobile media and practices of place-based digital memory // Space and Culture. 2015. Vol. 19, № 1. P. 43–55. https://doi.org/10.1177/1206331215595730 198. Gadeyne E., Ghesquière P., Onghena P. Psychosocial functioning of young children with learning problems // Journal of Child Psychology and
Psychiatry. 2004. Vol. 45, № 3. P. 510–521. https://doi.org/10.1111/j.1469-
7610.2004.00241.x
199. Gentile D. Pathological video-game us among youth ages 8 to 18:
A national study // Psychological Science. 2009. Vol. 20, № 5. P. 594–602. https://doi.org/10.1111/j.1467-9280.2009.02340.x
200. Gentile D., Lim C.L., Khoo A. Video game playing, attention problems, and impulsiveness: evidence of bidirectional causality // Psychology of Popular
Media Culture. 2012. Vol. 1, № 1. P. 62–70. https://doi.org/10.1037/a0026969 201. George M.J., Odgers C.L. Seven fears and the science of how mobile technologies may be infl uencing adolescents in the digital age // Perspectives on Psychological Science. 2015. Vol. 10, № 6. P. 832–851.
202. González-Bueso V., Santamaría J.J., Fernández D. et al. Internet gaming disorder in adolescents: Personality, psychopathology and evaluation of a psychological intervention combined with parent psychoeducation //
Frontiers in Psychology. 2018. Vol. 9. https://doi.org/10.3389/fpsyg.2018.
00787 203. Green C.S., Bavelier D. Action video game modifi es visual selective attention // Nature. 2003. Vol. 423. P. 534–537. https://doi.org/10.1038/
nature01647 204. Green C.S., Bavelier D. Eff ect of action video games on the spatial distribution of visuospatial attention // The Journal of Experimental Psychology:

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
322
Human Perception and Performance.2006. Vol. 32. P. 1465–1478. https://doi.
org/10.1037/0096-1523.32.6.1465 205. Green C.S., Bavelier D. Action-video-game experience alters the spatial resolution of vision: research article // Psychological Science.2007.
Vol. 18. P. 88–94. https://doi.org/10.1111/j.1467-9280.2007.01853.x
206. Green C.S., Bavelier D. Learning, attentional control, and action video games // Current Biology.2012. Vol. 22. P. 197–206. https://doi.org/10.1016/j.
cub.2012.02.012 207. Greenfi eld D. The addictive properties of Internet usage // Internet addiction: a handbook and guide to evaluation and treatment / ed. by K.S.
Young, C.N. de Arbeu. Hoboken, NJ: John Wiley and Sons, 2011. P. 135–153.
208. Gueron-Sela N., Gordon-Hacker A. Longitudinal links between media use and focused attention through toddlerhood: a cumulative risk approach //
Frontiers in Psychology. 2020. Vol. 11. Article 569222. https://doi.org/10.3389/
fpsyg.2020.569222 209. Han D.H., Lee Y.S., Na C. et al. The eff ect of methylphenidate on
Internet video game play in children with attention-defi cit/hyperactivity disorder // Comprehensive Psychiatry. 2009. Vol. 50, № 3. P. 251–256. https://
doi.org/10.1016/j.comppsych.2008.08.011 210. Hansen L. 8 Drivers who blindly followed their GPS into disaster //
The Week. 2015. January 9. URL: http://theweek.com/articles/464674/8- drivers-who-blindly-followed-gpsinto-disaster
211. Hartanto A., Toh W.X., Yang H. Age matters: the eff ect of onset age of video game play on task-switching abilities // Attention, Perception, and
Psychophysics. 2016. Vol. 78. P. 1125–1136. https://doi.org/10.3758/s13414-
016-1068-9 212. Heersmink R. Distributed selves: personal identity and extended memory systems // Synthese. 2016а. Vol. 194, № 8. P. 3135–3151. https://doi.
org/10.1007/s11229-016-1102-4 213. Heersmink R. The Internet, cognitive enhancement, and the values of cognition // Minds and Machines. 2016b. Vol. 26, № 4. P. 389–407. https://doi.
org/10.1007/s11023-016-9404-3 214. Henkel L.A. Point-and-shoot memories // Psychological Science. 2013.
Vol. 25, № 2. P. 396–402. https://doi.org/10.1177/0956797613504438 215. Hinkley T., Brown H., Carson V., Teychenne M. Crosssectional associations of screen time and outdoor play with social skills in preschool children // PLoS ONE. 2018. Vol. 13, № 4. P. 1–15.
216. Huttenlocher P.R. Morphometric study of human cerebral cortex development // Neuropsychologia. 1990. Vol. 28, № 6. P. 517–527.
217. Hwang Y., Kim H., Jeong S.H. Why do media users multitask?: motives for general, medium-specifi c, and content-specifi c types of multitasking //

Литература
323
Computers in Human Behavior.2014. Vol. 36. P. 542–548. https://doi.
org/10.1016/j.chb.2014.04.040 218. Inoue S., Yorifuji T., Kato T., Sanada S., Doi H., Kawachi I. Children’s media use and self-regulation behavior: Longitudinal associations in a
Nationwide Japanese Study, 2016 // Maternal and Child Health Journal. 2016.
Vol. 20, № 10. P. 2084–2099. https://doi.org/10.1007/s10995-016-2031-z
219. Ioannidis K., Hook R., Goudriaan A. et al. Cognitive defi cits in problematic Internet use: Meta-analysis of 40 studies // British Journal of
Psychiatry. 2019. Vol. 215, № 5. P. 639–646. https://doi.org/10.1192/bjp.
2019.3 220. Jackson L.A., Witt E.A., Games A.I., Fitzgerald H.E., von Eye A., Zhao
Y. Information technology use and creativity: Findings from the Children and
Technology Project // Computers in Human Behavior. 2012. Vol. 28, № 2.
P. 370–376.
221. Jago R., Stamatakis E., Gama A. et al. Parent and child screen-viewing time and home media environment // American Journal of Preventive Medicine.
2012. Vol. 43, № 2. P. 150–158. https://doi.org/10.1016/j.amepre.2012.
04.012 222. Jeong S.H., Fishbein M. Predictors of multitasking with media: media factors and audience factors // Media Psychology. 2007. Vol. 10. P. 364–384. https://doi.org/10.1080/15213260701532948 223. Jeong S.H., Hwang Y. Multitasking and persuasion: the role of structural interference // Media Psychology.2015. Vol. 18. P. 451–474. https://doi.org/10.
1080/15213269.2014.933114 224. Johnson G., Puplampu K. A conceptual framework for understanding the eff ect of the Internet on child development: The ecological techno- subsystem // Canadian Journal of Learning and Technology. 2008.Vol. 34.
P. 19–28.
225. Johnson J.G., Cohen P., Kasen S., Brook J.S. Extensive television viewing and the development of attention and learning diffi culties during adolescence // Archives of Pediatrics and Adolescent Medicine. 2007. Vol. 161.
P. 480–486. https://doi.org/10.1001/archpedi.161.5.480 226. Junco R., Cotten S.R. No A 4 U: the relationship between multitasking and academic performance // Computers & Education. 2012. Vol. 59. P. 505–
514. https://doi.org/10.1016/j.compedu.2011.12.023 227. Jusienė R., Rakickienė L., Breidokienė R., Laurinaitytė I. SI:EF executive function and screen‐based media use in preschool children // Infant and Child Development. 2020. Vol. 29, № 1. Article e2173. https://doi.
org/10.1002/icd.2173 228. Kalmus V., von Feilitzen C., Siibak A. Eff ectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online //

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
324
Children, risk and safety on the Internet: Research and policy challenges in comparative perspective / ed. by S. Livingstone, L. Haddon, A. Görzig. Bristol,
UK: Policy Press, 2012. P. 245–256.
229. Kanai R., Bahrami B., Roylance R., Rees G. Online social network size is refl ected in human brain structure // Proceedings of the Royal Society B:
Biological Sciences. 2011. Vol. 279, № 1732. P. 1327–1334. https://doi.
org/10.1098/rspb.2011.1959 230. Karaseva A., Siibak A., Pruulmann-Vengerfeldt P. Relationships between teachers’ pedagogical beliefs, subject cultures, and mediation practices of students’ use of digital technology // Cyberpsychology: Journal of
Psychosocial Research on Cyberspace. 2015. Vol. 9, № 1. Article 6. https://doi.
org/10.5817/CP2015-1-6 231. Kardefelt‐Winther D., Rees G., Livingstone S. Contextualising the link between adolescents’ use of digital techno logy and their mental health: a multi‐
country study of time spent online and life satisfaction // Journal of Child
Psychology and Psychiatry. 2020. Vol. 61, № 8. P. 875–889. https://doi.
org/10.1111/jcpp.13280 232. Kirkorian H.L., Pempek T.A., Murphy L.A., Schmidt M.E., Anderson
D.R. The impact of background television on parent-child interaction // Child
Development.2009. Vol. 80. P. 1350–1359. https://doi10.1111/j.1467-8624.
2009.01337.x
233. Koepp M.J., Gunn R.N., Lawrence A.D. et al. Evidence for striatal dopamine release during a video game // Nature. 1998. Vol. 393. P. 266–268. https://doi.org/10.1038/30498 234. Konca A.S., Koksalan B. Preschool children’s interaction with ICT at home // International Journal of Research in Education and Science (IJRES).
2017. Vol. 3, № 2. P. 571–581. https://doi.org/10.21890/ijres.328086 235. Korneev A., Akhutina T., Gusev A., Kremlev A., Matveeva E.
Computerized neuropsychological assessment in 6–9 years-old children // KnE
Life Sciences. 2018. Vol. 4, № 8. P. 495–506. https://doi.org/10.18502/kls.
v4i8.3307 236. Kostyrka-Allchorne K., Cooper N.R., Simpson A. The relationship between television exposure and children’s cognition and behaviour: a syste- matic review // Developmental Review.2017. Vol. 44. P. 19–58. https://doi.
org/10.1016/j.dr.2016.12.002 237. Kostyrka-Allchorne K., Cooper N.R., Simpson A. Disentangling the eff ects of video pace and story realism on children’s attention and response inhibition // Cognitive Development. 2019. Vol. 49. P. 94–104. https://doi.
org/10.1016/j.cogdev.2018.12.003 238. Kovess-Masfety V., Keyes K., Hamilton A. et al. Is time spent playing video games associated with mental health, cognitive and social skills in young

Литература
325
children? // Social Psychiatry and Psychiatric Epidemiology. 2016. Vol. 51,
№ 3. P. 349–357. https://doi.org/10.1007/s00127-016-1179-6 239. Kühn S., Romanowski A., Schilling C. et al. The neural basis of video gaming // Translational Psychiatry.2011. Vol. 1. Article e53. https://doi.
org/10.1038/tp.2011.53 240. Kuzma J.M. Children and geotagged images: quantitative analysis for security risk assessment // International Journal of Electronic Security and
Digital Forensics. 2012. Vol. 4, № 1. P. 54–64.
241. Lamborn S.D., Mounts N.S., Steinberg L., Dornbusch S.M. Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families // Child Development. 1991. Vol. 62, № 5.
P. 1049–1065.
242. Landhuis C.E., Poulton R., Welch D., Hancox R.J. Does childhood television viewing lead to attention problems in adolescence? Results from a prospective longitudinal study // Pediatrics. 2007. Vol. 120. P. 532–537. https://doi.org/10.1542/peds.2007-0978 243. Latham A.J., Patston L.L.M., Westermann C., Kirk I.J., Tippett L.J.
Earlier visual N1 latencies in expert video-game players: a temporal basis of enhanced visuospatial performance? // PLoS ONE. 2013. Vol. 8. Article e75231. https://doi.org/10.1371/journal.pone.0075231 244. Lee J., Lin L., Robertson T. The impact of media multitasking on learning // Learning, Media and Technology. 2012. Vol. 37, № 1. P. 94–104.
245. Lehle C., Hübner R. Strategic capacity sharing between two tasks: evidence from tasks with the same and with diff erent task sets // Psychological
Research.2009. Vol. 73. P. 707–726. https://doi.org/10.1007/s00426-008-
0162-6 246. Levine L.E., Waite B.M., Bowman L.L. Electronic media use, reading, and academic distractibility in college youth // Cyberpsychology and Behavior.
2007. Vol. 10. P. 560–566. https://doi.org/10.1089/cpb.2007.9990 247. Li B., Friston K.J., Liu J. et al. Impaired Frontal-Basal Ganglia
Connectivity in Adolescents with Internet Addiction // Scientifi c Reports. 2014.
Vol. 4, № 1. Article 5027. https://doi.org/10.1038/srep05027 248. Li C., Cheng G., Sha T., Cheng W., Yan Y. The relationships between screen use and health indicators among infants, toddlers, and preschoolers: a meta-analysis and systematic review // International Journal of Environ- mental Research and Public Health. 2020. Vol. 17, № 19. Article 7324. https://
doi.org/10.3390/ijerph17197324 249. Li H., Hsueh Y., Yu H., Kitzmann K.M. Viewing fantastical events in animated television shows: immediate eff ects on chinese preschoolers' executive function // Frontiers in Psychology. 2020. Vol. 11. Article 583174. https://doi.
org/10.3389/fpsyg.2020.583174

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
326 250. Li R., Polat U., Makou, W., Bavelier D. Enhancing the contrast sensitivity function through action video game training // Nature Neuroscience.
2009. Vol. 12. P. 549–551. https://doi.org/10.1038/nn.2296 251. Lillard A.S., Li H., Boguszewski K. Television and children's executive function // Advances in Child Development and Behavior. 2015. Vol. 48.
P. 219–248. https://doi.org/10.1016/bs.acdb.2014.11.006 252. Lillard A.S., Peterson J. The immediate impact of diff erent types of television on young children's executive function // Pediatrics. 2011. Vol. 128,
№ 4. P. 644–649. https://doi.org/10.1542/peds.2010-1919 253. Linebarger D.L., Barr R., Lapierre M.A., Piotrowski J.T. Associations between parenting, media use, cumulative risk, and children’s executive functioning // Journal of Developmental and Behaioral Pediatrics.2014.
Vol. 35. P. 367–377. https://doi.org/10.1097/DBP.0000000000000069 254. Littel M., van den Berg I., Luijten M., van Rooij A.J., Keemink L.,
Franken I.H.A. Error processing and response inhibition in excessive computer game players: an event-related potential study // Addiction Biology. 2012.
Vol. 17. P. 934–947.
255. Livingstone S., Byrne J. Parenting in the Digital Age: The challenges of parental responsibility in comparative perspective // Digital parenting – The challenges for families in the Digital Age / ed. by M. Mascheroni, C. Ponte,
A. Jorse. Göteborg: Nordicom, 2019. P. 19–30.
256. Livingstone S., Haddon L., Gorzig A., Olafsson K. Risks and safety on the Internet: the perspective of Europеan children: full fi ndings and policy implications from the EU Kids Online survey of 9–16 year olds and their parents in 25 countries. London: EU Kids Online Network, 2011.
257. Livingstone S., Mascheroni G., Staksrud E. European research on children’s internet use: Assessing the past and anticipating the future // New
Media & Society. 2018. Vol. 20, № 3. P. 1103–1122. https://doi.
org/10.1177/1461444816685930 258. Living stone S., Mascheroni G., Stoilova M. The outcomes of gaining digital skills for young people’s lives and wellbeing: A systematic evidence review // New Media & Society. 2021. Advance online publication. https://doi.
org/10.1177/14614448211043189 259. Loh K.K., Kanai R. How has the Internet reshaped human cognition? //
Neuroscientist. 2016. Vol. 22. P. 506–520. https://doi.org/10.1177/1073858415595005 260. Lorch E.P., Castle V.J. Preschool children’s attention to television: visual attention and probe response times // Journal of Experimental Child
Psychology. 1997. Vol. 66. P. 111–127. https://doi.org/10.1006/jecp.1997.2372 261. Lövdén M., Bäckman L., Lindenberger U., Schaefer S., Schmiedek F. A theoretical framework for the study of adult cognitive plasticity // Psychological
Bulletin Journal.2010. Vol. 136. P. 659–676. https://doi.org/10.1037/a0020080

Литература
327 262. Lui K.F.H., Wong A.C.N. Does media multitasking always hurt?
A positive correlation between multitasking and multisensory integration //
Psychonomic Bulletin and Review. 2012. Vol. 19. P. 647–653. https://doi.
org/10.3758/s13423-012-0245-7 263. Maccoby E.E., Martin J.A. Socialization in the context of the family:
Parent-child interaction // P.H. Mussen (Ed.). Handbook of child psychology.
New York: Wiley, 1983. Vol. 4. P. 1–101.
264. Marsh E.J., Rajaram S. The digital expansion of the mind: implications of Internet usage for memory and cognition // Journal of Applied Research in
Memory and Cognition. 2019. Vol. 8. P. 1–14. https://doi.org/10.1016/j.
jarmac.2018.11.001 265. Martínez-Piñeiro E., Gewerc A., Rodríguez-Groba A. Nivel de compe- ten cia digital del alumnado de educación primaria en Galicia. La infl uencia sociofamiliar // Revista de Educación a Distancia (RED). 2019. Vol. 19, № 61. https://doi.org/10.6018/red/61/01 266. Mascheroni G., Ólafsson K. The mobile Internet: Access, use, opportunities and divides among European children // New Media & Society.
2016. Vol. 18, № 8. P. 1657–1679. https://doi.org/10.1177/1461444814567986 267. Mascheroni M., Ponte C., Jorge A. (Eds.) Digital parenting – The challenges for families in the Digital Age. Göteborg: Nordicom, 2018, 239 pp. https://doi.org/10.1515/commun-2019-2070 268. May K.E., Elder A.D. Effi cient, helpful, or distracting? A literature review of media multitasking in relation to academic performance // International
Journal of Educational Technology in Higher Education. 2018. Vol. 15. Article
13. https://doi.org/10.1186/s41239-018-0096-z
269. Mayuri K., Divya V., Kiran K. Parenting styles as perceived by parents and children // International Journal of Science and Research. 2017. Vol. 6,
№ 8. P. 978–982.
270. McClelland M.M., Morrison F.J., Holmes D.L. Children at risk for early academic problems: The role of learning-related social skills // Early
Childhood Research Quarterly. 2000. Vol. 15, № 3. P. 307–329.
271. McCollum J.F.Jr., Bryant J. Pacing in children’s television programming // Mass Communication and Society. 2003. Vol. 6. P. 115–136. https://doi.org/10.1207/S15327825MCS0602_1 272. McCrindle M., Fell А. Understanding generation alpha. McCrindle
Research
Pty
Ltd,
2020а. https://generationalpha.com/wpcontent/
uploads/2020/02/UnderstandingGeneration-Alpha-McCrindle.pdf
273. McCrindle M., Fell А. Understanding the impact of COVID-19 on the emerging generations. McCrindle Research Pty Ltd, 2020b.
274. Mikelić Preradović N., Lešin G., Šagud M. Investigating parents’ attitudes towards digital technology use in early childhood: A case study from

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
328
Croatia // Informatics in Education. 2016. Vol. 15, № 1. P. 127–146. https://doi.
org/10.15388/infedu.2016.07 275. Miller C.J., Marks D.J., Miller S.R. et al. Brief report: Television viewing and risk for attention problems in preschool children // Journal of
Pediatric Psychology. 2007. Vol. 32, № 4. P. 448–452. https://doi.org/10.1093/
jpepsy/jsl035 276. Mills K.L. Possible eff ects of Internet use on cognitive development in adolescence // Media and Communication. 2016. Vol. 4, № 3. P. 4–12. https://
doi.org/10.17645/mac.v4i3.516 277. Minear M., Brasher F., McCurdy M., Lewis J., Younggren A. Working memory, fl uid intelligence, and impulsiveness in heavy media multitaskers //
Psychonomic Bulletin and Review.2013. Vol. 20. P. 1274–1281. https://doi.
org/10.3758/s13423-013-0456-6 278. Mishra J., Zinni M., Bavelier D., Hillyard S.A. Neural basis of superior performance of action videogame players in an attention-demanding task //
Journal of Neuroscience. 2011. Vol. 31, № 3. P. 992–998.
279. Moos D.C., Marroquin E. Multimedia, hypermedia, and hypertext:
Motivation considered and reconsidered // Computers in Human Behavior.
2010. Vol. 26, № 3. P. 265–276. https://doi.org/10.1016/j.chb.2009.11.004 280. Nathanson A.I., Aladé F., Sharp M.L., Rasmussen E.E., Christy K. The relation between television exposure and executive function among preschoolers // Developmental Psychology. 2014. Vol. 50, № 9. P. 1497–1506. https://doi.org/10.1037/a0035714 281. Neuman S.B. The displacement eff ect: Assessing the relation between television viewing and reading performance // Reading Research Quarterly.
1988. Vol. 23, № 4. P. 414–440. https://doi.org/10.2307/747641 282. Nikkelen S.W., Valkenburg P.M., Huizinga M., Bushman B.J. Media use and ADHD-related behaviors in children and adolescents: a meta-analysis //
Developmental Psychology.2014. Vol. 50, № 9. P. 2228–2241. https://doi.
org/10.1037/a0037318 283. O’Hare E.D., Sowell E.R. Imaging developmental changes in gray and white matter in the human brain // Handbook of developmental cognitive neuroscience / ed. by Ch.A. Nelson, M.L. Collins. Cambridge, MA; London,
UK: A Bradford Book, 2008. P. 23–38.
284. Obel C., Henriksen T.B., Dalsgaard S. et al. Does children’s watching of television cause attention problems? Retesting the hypothesis in a Danish cohort // Pediatrics. 2004. Vol. 114. P. 1372–1374. https://doi.org/10.1542/
peds.2004-0954 285. Oei A.C., Patterson M.D. Enhancing cognition with video games: a multiple game training study // PLoS ONE. 2013. Vol. 8. Article e58546. https://doi.org/10.1371/journal.pone.0058546

Литература
329 286. Oei A.C., Patterson M.D. Are videogame training gains specifi c or general? // Frontiers in Systems Neuroscience. 2014. Vol. 8. Article 54. https://
doi.org/10.3389/fnsys.2014.00054 287. Ophir E., Nass C., Wagner A.D. Cognitive control in media multitaskers // Proceedings of the National Academy of Sciences of the USA.
2009. Vol. 106. P. 15583–15587. https://doi.org/10.1073/pnas.0903620106 288. Özkul D., Humphreys L. Record and remember: Memory and meaning- making practices through mobile media // Mobile Media & Communication.
2015. Vol. 3, № 3. P. 351–365. https://doi.org/10.1177/2050157914565846 289. Parkes A., Sweeting H., Wight D., Henderson M. Do television and electronic games predict children’s psychosocial adjustment? Longitudinal research using the UK Millennium Cohort Study // Archives of Disease in
Childhood. 2013. Vol. 98. P. 341–348. https://doi.org/10.1136/archdischild-2011-
301508 290. Parush A., Ahuvia S., Erev I. Degradation in spatial knowledge acquisition when using automatic navigation systems // Spatial information theory / ed. by S. Winter, M. Duckham, L. Kulik, B. Kuipers. Berlin: Springer,
2007. P. 238–254.
291. Pawlikowski M., Brand M. Excessive Internet gaming and decision making: Do excessive World of Warcraft players have problems in decision making under risky conditions? // Psychiatry Research. 2011. Vol. 188.
P. 428–433.
292. Pempek T.A., Kirkorian H.L., Anderson D.R. The eff ects of background television on the quantity and quality of child-directed speech by parents //
Journal of Children and Media.2014. Vol. 8. P. 211–222. https://doi.org/10.10 80/17482798.2014.920715 293. Pempek T.A., Kirkorian H.L., Richards J.E., Anderson D.R., Lund A.F.,
Stevens M. Video comprehensibility and attention in very young children //
Developmental Psychology. 2010. Vol. 46. P. 1283–1293. https://doi.
org/10.1037/a0020614 294. Pew Research Center. Parenting children in the age of screens // Pew
Research Center. 2020. July 28. URL: https://www.pewresearch.org/
internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/
295. Plass J.L., Chun D.M., Mayer R.E., Leutner D. Cognitive load in reading a foreign language text with multimedia aids and the infl uence of verbal and spatial abilities // Computers in Human Behavior. 2003. Vol. 19,
№ 2. P. 221–243. https://doi.org/10.1016/S0747-5632(02)00015-8 296. Pohl C., Kunde W., Ganz T., Conzelmann A., Pauli P., Kiesel A. Gaming to see: action video gaming is associated with enhanced processing of masked stimuli // Frontiers in Psychology. 2014. Vol. 5. Article 70. https://doi.
org/10.3389/fpsyg.2014.00070

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
330 297. Posner M.I., Rothbart M.K., Sheese B.E., Voelker P. Developing attention: behavioral and brain mechanisms // Advances in Neuroscience.2014.
Vol. 2014. Article 405094. https://doi.org/10.1155/2014/405094 298. Posso A. Internet usage and educational outcomes among 15-year-old
Australian students // International Journal of Communication. 2016. Vol. 10.
P. 3851–3876. URL: http://ijoc.org/index.php/ijoc/article/ view/5586/1742 299. Przybylski A., Mishkin A. How the quantity and quality of electronic games relates to adolescents’ academic engagement and psychological adjustment // Psychology of Popular Media Culture. 2016. Vol. 5, № 2. P. 145–
146. doi:10.1037/ppm0000070 300. Przybylski A.K., Rigby C.S., Ryan R.M. A motivational model of video game engagement motivation and video games // Review of General
Psychologyю.2016. Vol. 14. P. 154–166. https://doi.org/10.1037/a0019440 301. Przybylski A.K., Wang J.C. A large scale test of the gaming-enhancement hypothesis // Peer Journal. 2016. Vol. 4. Article e2710. https://doi.org/10.7717/
peerj.2710 302. Przybylski A.K., Weinstein N. A large-scale test of the Goldilocks
Hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents // Psychological Science. 2017. Vol. 28, № 2. P. 204–
215. https://doi.org/10.1177/0956797616678438 303. Przybylski A.K., Weinstein N., Murayama K. Internet gaming disorder:
Investigating the clinical relevance of a new phenomenon // The American
Journal of Psychiatry. 2017. Vol. 174, № 3. P. 230–236. https://doi.org/10.1176/
appi.ajp.2016.16020224 304. Pujol J., Fenoll R., Forns J. et al. Video gaming in school children: how much is enough? // Annals of Neurology. 2016. Vol. 80. P. 424–433. https://doi.org/10.1002/ana.24745 305. Ra C.K., Cho J., Stone M.D. et al. Association of digital media use with subsequent symptoms of attention-defi cit/hyperactivity disorder among adolescents // Journal of the American Medical Association. 2018. Vol. 320,
№ 3. P. 255–263. https://doi.org/10.1001/jama.2018.8931 306. Radesky J.S., Weeks H.M., Ball R. et al. Young children’s use of smartphones and tablets // Pediatrics. 2020. Vol. 146, № 1. Article e20193518. https://doi.org/10.1542/peds.2019-3518 307. Ralph B.C.W., Smilek D. Individual diff erences in media multitasking and performance on the n-back // Attention, Perception, & Psychophysics.
2017. Vol. 79, № 2. P. 582–592. https://doi.org/10.3758/s13414-016-1260-y
308. Ralph B.C.W., Thomson D.R., Seli P., Carriere J.S.A., Smilek D. Media multitasking and behavioral measures of sustained attention // Attentention,
Perception, and Psychophysics. 2015. Vol. 77. P. 390–401. https://doi.
org/10.3758/s13414-014-0771-7

Литература
331 309. Reimers S., Maylor E.A. Task switching across the life Span: eff ects of age on general and specifi c switch costs // Developmental Psychology. 2005.
Vol. 41. P. 661–671. https://doi.org/10.1037/0012-1649.41.4.661 310. Rimm-Kaufman S.E., Pianta R.C., Cox M.J. Teachers’ judgments of problems in the transition to kindergarten // Early Childhood Research
Quarterly. 2000. Vol. 15, № 2. P. 147–166.
311. Rode J.A. Digital parenting: Designing children’s safety // A. Blackwell
(Ed.). People and Computers XXIII Celebrating People and Technology –
Proceedings of HCI 2009. Swindon: British Informatics Society, 2009. P. 244–
251. https://doi.org/10.14236/ewic/hci2009.29 312. Rosen L.D., Lim A.F., Felt J. et al. Media and technology use predicts ill-being among children, preteens and teenagers independent of negative health impacts of exercise and eating habits // Computers in Human Behavior.
2014. Vol. 35. P. 364–375. https://doi.org/10.1016/j.chb.2014.01.036 313. Rubinstein J.S., Meyer D.E., Evans J.E. Executive control of cognitive processes in task switching // Journal of Experimental Psychology: Human
Perception and Performance. 2001. Vol. 27. P. 763–797. https://doi.
org/10.1037//0096-1523.27.4.763 314. Rueda M.R., Rothbart M.K., Mccandliss B.D., Saccomanno L., Posner
M.I. Training, maturation, and genetic infl uences on the development of executive attention // Proceedings of the National Academy of Sciences of the
USA.2005. Vol. 102. P. 14931–14936. https://doi.org/10.1073/pnas.0506897102 315. Ryff C.D. Happiness is everything, or is it? Explorations on the meaning of psychological well-being // Journal of Personality and Social Psychology.
1989. Vol. 57, № 6. P. 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069 316. Sanbonmatsu D.M., Strayer D.L., Medeiros-Ward N., Watson J.M.
Who multi-tasks and why? Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking // PLoS ONE. 2013. Vol. 8. Article e54402. https://doi.org/10.1371/journal.pone.0054402 317. Sarıca H.Ç., Usluel Y.K. The eff ect of digital storytelling on visual memory and writing skills // Computers & Education. 2016. Vol. 94. P. 298–
309.
318. Schmidt M.E., Pempek T.A., Kirkorian H.L., Lund A.F., Anderson D.R.
The eff ect of background television on the toy play behavior of very young children // Child Development. 2008. Vol. 79, № 4. P. 1137–1151. https://doi.
org/10.1111/j.1467-8624.2008.01180.x
319. Seligman M. Flourish. A visionary new understanding of happiness and well-being. New York: Simon & Schuster, 2011.
320. Shin W., Kang H. Adolescents' privacy concerns and information disclosure online: The role of parents and the Internet // Computers in Human
Behavior. 2016. Vol. 54. P. 114–123. https://doi.org/10.1016/j.chb.2015.07.062

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
332 321. Shin W., Lwin M.O. How does “talking about the Internet with others” aff ect teenagers’ experience of online risks? The role of active mediation by parents, peers, and school teachers // New Media & Society.2017. Vol. 19,
№ 7. P. 1109–1126.
322. Sivrikova N.V., Ptashko T.G., Perebeynos A.E., Chernikova E.G.,
Gilyazeva N.V., Vasilyeva V.S. Parental reports on digital devices use in infancy and early childhood // Education and Information Technologies. 2020. Vol. 25.
P. 3957–3973. https://doi.org/10.1007/s10639-020-10145-z
323. Smahel D., Machackova H., Mascheroni G., Dedkova L., Staksrud E.,
Ólafsson K., Livingstone, S., Hasebrink U. EU Kids Online 2020: Survey results from 19 countries. EU Kids Online, 2020. https://doi.org/10.21953/
lse.47fdeqj01ofo
324. Small G., Vorgan G. Meet your iBrain // Scientifi c American Mind.
2008. Vol. 19. P. 42–49.
325. Small G.W., Moody T.D., Siddarth P., Bookheimer S.Y. Your brain on
Google: Patterns of cerebral activation during Internet searching // The
American Journal of Geriatric Psychiatry. 2009. Vol. 17, № 2. P. 116–126. https://doi.org/10.1097/jgp.0b013e3181953a02 326. Soares F., Lopes A.P., Brown K., Uukkivi A. Developing technology mediation in learning environments. IGI Global, 2019.
327. Soares J.S., Storm B.C. Forget in a fl ash: A further investigation of the photo-taking-impairment eff ect // Journal of Applied Research in Memory and
Cognition. 2018. Vol. 7, № 1. P. 154–160. https://doi.org/10.1016/j.
jarmac.2017.10.004 328. Soldatova G., Shlyapnikov V., Olkina O. Young children (0–8) and digital techology. A qualitative exploratory study. National report (Russian
Federation) / Joint Research Centre. Luxembourg: Publications Offi ce of the
European Union, 2015. https://doi.org/10.2788/00749 329. Soldatova G., Teslavskaia O. Young children (0–8) and digital technology. Russian Report // Young children (0–8) and digital technology, a qualitative study across Europe (JRC 110359) / ed. by S. Chaudron, R. Di
Gioia, M. Gemo. Luxembourg: Publications Offi ce of the European Union,
2017. https://doi.org/10.2760/294383. https://publications.jrc.ec.europa.eu/
repository/handle/JRC110359 330. Soldatova G.U., Vishneva A., Chigarkova S. Features of cognitive processes in diff erent Internet activity // European Proceedings of Social and
Behavioural Sciences. 2018. Vol. 63. P. 611–617. https://doi.org/10.15405/
epsbs.2018.07.81 331. Sparrow B., Liu J., Wenger D.M. Google eff ects on memory: Cognitive consequences of having information at our fi ngertips // Science.2011. Vol. 333,
№ 6043. P. 776–778.

Литература
333 332. Spence I., Feng J. Video games and spatial cognition // Review of
General Psychology. 2010. Vol. 14. P. 92–104. https://doi.org/10.1037/a0019491 333. Spence I., Yu J.J., Feng J., Marshman J. Women match men when learning a spatial skill // Jorunal of Experimental Psychology: Learning,
Memory, and Cognition.2009. Vol. 35. P. 1097–1103. https://doi.org/10.1037/
a0015641 334. Stiglic N., Viner R.M. Eff ects of screentime on the health and well- being of children and adolescents: A systematic review of reviews // British
Medical Journal Open. 2019. Vol. 9. Article e023191.
335. Storm B.C., Stone S.M. Saving-enhanced memory: the benefi ts of saving on the learning and remembering of new information // Psychological
Science. 2015. Vol 26, № 2. P. 182–188. https://doi.org/10.1177/0956797614559285 336. Storm B.C., Stone S.M., Benjamin A.S. Using the Internet to access information infl ates future use of the Internet to access other information //
Memory. 2016. Vol. 25, № 6. P. 717–723. https://doi.org/10.1080/09658211.20 16.1210171 337. Strage A., Brandt T.S. Authoritative parenting and college students' academic adjustment and success // Journal of Educational Psychology. 1999.
Vol. 91, № 1. P. 146–156.
338. Strauss W., Howe N. Generations: The history of America’s future
1584 to 2069. William Morrow & Company, 1991.
339. Strobach T., Frensch P.A., Schubert T. Video game practice optimizes executive control skills in dual-task and task switching situations // Acta
Psychologica. 2012. Vol. 140. P. 13–24. https://doi.org/10.1016/j.actpsy.2012.
02.001 340. Subrahmanyam K., Renukarya B. Digital games and learning: identifying pathways of infl uence // Educational Psychology. 2015. Vol. 50.
P. 335–348. https://doi.org10.1080/00461520.2015.1122532 341. Swing E.L., Gentile D.A., Anderson C.A., Walsh D.A. Television and video game exposure and the development of attention problems // Pediatrics.
2010. Vol. 126, № 2. P. 214–221. https://doi.org/10.1542/peds.2009-1508 342. Symons K., Ponnet K, Emmery K., Walrave M., Heirman W. Parental knowledge of adolescents’ online content and contact risks // Journal of Youth and Adolescence. 2017. Vol. 46, № 2. P. 401–416.
343. Tamana S.K., Ezeugwu V., Chikuma J. et al. Screen-time is associated with inattention problems in preschoolers: Results from the Childbirth cohort study // PLoS ONE. 2019. Vol. 14, № 4. Article e0213995. https://doi.
org/10.1371/journal.pone.0213995 344. Tamir D.I., Templeton E.M., Ward A.F., Zaki J. Media usage diminishes memory for experiences // Journal of Experimental Social Psychology. 2018.
Vol. 76. P. 161–168. https://doi.org/10.1016/j.jesp.2018.01.006

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
334 345. Tarpley T. Children, the Internet, and other new technologies //
Handbook of children and the media / ed. by D. Singer, J. Singer. Thousands
Oaks, CA: Sage Publications, 2001. P. 547–556.
346. Thakkar R.R., Garrison M.M., Christakis D.A. A systematic review for the eff ects of television viewing by infants and preschoolers // Pediatrics. 2006.
Vol. 118, № 5. P. 2025–2031. https://doi.org/10.1542/peds.2006-1307 347. The common sense census: Media use by kids Age Zero to eight,
2017 // Common Sense Media. 2017. October 19. URL: https://www.
commonsensemedia.org/research/the-common-sense-census-media-use-by- kids-age-zero-to-eight-2017 348. Thorell L.B., Lindqvist S., Nutley S.B., Bohlin G., Klingberg T. Training and transfer eff ects of executive functions in preschool children // Developmental
Science.2009. Vol. 12. P. 106–113. https://doi.org/10.1111/j.1467-7687.
2008.00745.x
349. Toplak M.E., West R.F., Stanovich K.E. Practitioner review: do performance-based measures and ratings of executive function assess the same construct? // The Journal of Child Psychology and Psychiatry and Allied
Disciplines.2013. Vol. 54. P. 131–143. https://doi.org/10.1111/jcpp.12001 350. Uncapher M.R., Lin L., Rosen L.D. et al. Media multitasking and cognitive, psychological, neural, and learning diff erences // Pediatrics. 2017.
Vol. 140. P. S62–S66. https://doi.org/10.1542/peds.2016-1758D
351. Uncapher M.R., Thieu M.K., Wagner A.D. Media multitasking and memory: Diff erences in working memory and longterm memory // Psychonomic
Bulletin & Review. 2016. Vol. 23, № 2. P. 483–490. https://doi.org/10.3758/
s13423-015-0907-3 352. Valkenburg P.M., Vroone M. Developmental changes in infants’ and toddlers’ attention to television entertainment // Communication Research.
2004. Vol. 31. P. 288–311.
353. Van der Schuur W.A., Baumgartner S.E., Sumter S.R., Valkenburg P.M.
The consequences of media multitasking for youth: a review // Computers in
Human Behavior.2015. Vol. 53. P. 204–215. https://doi.org/10.1016/j.
chb.2015.06.035 354. Van der Schuur W.A., Baumgartner S.E., Sumter S.R., Valkenburg P.M.
Exploring the long-term relationship between academic-media multitasking and adolescents’ academic achievement // New Media and Society.2020.
Vol. 22. P. 140–158. https://doi.org/10.1177/1461444819861956 355. Van Holst R.J., Lemmens J.S., Valkenburg P.M., Peter J., Veltman D.J.,
Goudriaan A.E. Attentional bias and disinhibition toward gaming cues are related to problem gaming in male adolescents // Journal of Adolescent
Health. 2012. Vol. 50, № 6. P. 541–546. https://doi.org/10.1016/j.
jadohealth.2011.07

Литература
335 356. Van Oostendorp H., Juvina I. Using a cognitive model to generate web navigation support // International Journal of Human-Computer Studies. 2007.
Vol. 65, № 10. P. 887–897. https://doi.org/10.1016/j.ijhcs.2007.06.004 357. VanDeventer S.S., White J.A. Expert behavior in children’s video game play // Simulation & Gaming. 2002. Vol. 33, № 1. P. 28–48. https://doi.
org/10.1177/1046878102033001002 358. Verezub E., Wang H. The role of metacognitive reading strategies instructions and various types of links in comprehending hypertext // Hello!
Where are you in the landscape of educational technology? Proceedings ascilite
Melbourne 2008. 2008. P. 1071–1078. http://www.ascilite.org/conferences/
melbourne08/procs/verezub.pdf
359. Walsh J.J., Barnes J.D., Cameron J.D. et al. Associations between
24 hour movement behaviours and global cognition in US children: a cross- sectional observational study // The Lancet. Child & Adolescent Health. 2018.
Vol. 2, № 11. P. 783–791. https://doi.org/10.1016/S2352-4642(18)30278-5 360. Wang H., Jin C., Yuan K. et al. The alteration of gray matter volume and cognitive control in adolescents with internet gaming disorder // Frontiers in Behavioral Neuroscience.2015. Vol. 9. Article 64. https://doi.org/10.3389/
fnbeh.2015.00064 361. Wang H., Sun Y., Lan F., Liu Y. Altered brain network topology related to working memory in internet addiction // Journal of Behavioral Addictions.
2020. Vol. 9, № 2. P. 325–338.
362. Wang Z., Irwin M., Cooper C., Srivastava J. Multidimensions of media multitasking and adaptive media selection // Human Communication Research.
2015. Vol. 41. P. 102–127. https://doi.org/10.1111/hcre.12042 363. Ward A.F. Supernormal: How the Internet is changing our memories and our minds // Psychological Inquiry. 2013. Vol. 24, № 4. P. 341–348. https://
doi.org/10.1080/1047840x.2013.850148 364. Ward A.F. People mistake the internet's knowledge for their own //
Proceedings of the National Academy of Sciences of the USA. 2021. Vol. 118,
№ 43. Article e2105061118. https://doi.org/10.1073/pnas.2105061118 365. Wegner D.M. Transactive memory: a contemporary analysis of the group mind // Theories of group behavior / ed. by B. Mullen, G.R. Goethals.
New York: Springer-Verlag, 1986. P. 185–205.
366. Weil M.M., Rosen L.D., Wugalter S.E. The etiology of computerphobia //
Computers in Human Behavior. 1990. Vol. 6, № 4. P. 361–379. https://doi.
org/10.1016/0747-5632(90)90014-8 367. Wilmer H.H., Sherman L.E., Chein J.M. Smartphones and Cognition:
A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning // Frontiers in Psychology. 2017. Vol. 8. https://doi.
org/10.3389/fpsyg.2017.00605

РОЖДЕННЫЕ ЦИФРОВЫМИ:
семейный контекст и когнитивное развитие
336 368. Wiradhany W., Nieuwenstein M.R. Cognitive control in media multitaskers: two replication studies and a meta-analysis // Attention, Perception and Psychophysics. 2017. Vol. 79. P. 2620–2641. https://doi.org/10.3758/
s13414-017-1408-4 369. Wolf M., Barzillai M. The importance of deep reading // Eduсation
Leadership. 2009. Vol. 66. P. 32–37.
370. Woods S.P., Kordovski V.M., Tierney S.M., Babicz M.A. The neuropsychological aspects of performance-based Internet navigation skills: a brief review of an emerging literature // The Clinical Neuropsychologist. 2019.
Vol. 33, № 2. P. 305–326. https://doi.org/10.1080/13854046.2018.1503332 371. Wright J.C., Huston A.C. A matter of form: potentials of television for young viewers // American Psychologist. 1983. Vol. 38. P. 835–843.
372. Wu S., Spence I. Playing shooter and driving videogames improves top-down guidance in visual search // Attention, Perception, and Psychophysics.
2013. Vol. 75. P. 673–686. https://doi.org/10.3758/s13414-013-0440-2 373. Xing L., Yuan K., Bi Y. et al. Reduced fi ber integrity and cognitive control in adolescents with Internet gaming disorder // Brain Research. 2014.
Vol. 1586. P. 109–117. https://doi.org/10.1016/j.brainres.2014.08.044 374. Xu S.H. Internet addicts’ behavior impulsivity: evidence from the Iowa
Gambling Task // Acta Psychologica Sinica. 2012. Vol. 44. P. 1523–1534.
375. Yao Y.W., Chen P.R., Li S. et al. Decision-making for risky gains and losses among college students with Internet gaming disorder // PLoS ONE.
2015. Vol. 10, № 1. Article e0116471. https://doi.org/10.1371/journal.pone.0116471 376. Yap J.Y., Lim S.W.H. Media multitasking predicts unitary versus splitting visual focal attention // Journal of Cognitive Psychology.2013.
Vol. 25. P. 889–902. https://doi.org/10.1080/20445911.2013.835315 377. Yoo H.J., Cho S.C., Ha J. et al. Attention defi cit hyperactivity symptoms and internet addiction // Psychiatry and Clinical Neurosciences. 2004. Vol. 58,
№ 5. P. 487–494. https://doi.org/10.1111/j.1440-1819.2004.01290.x
378. Yuan K., Cheng P., Dong T. et al. Cortical thickness abnormalities in late adolescence with online gaming addiction // PLoS ONE. 2013. Vol. 8, № 1.
Article e53055. https://doi.org/10.1371/journal.pone.0053055 379. Zhu E. Hypermedia interface design: The eff ects of number of links and granularity of nodes // Journal of Educational Multimedia and Hypermedia.
1999. Vol. 8, № 3. P. 331–358.
380. Zimmerman F.J., Christakis D.A. Children’s television viewing and cognitive outcomes: a longitudinal analysis of national data // Archives of
Pediatrics and Adolescent Medicine. 2005. Vol. 159. P. 619–625. https://doi.
org/10.1001/archpedi.159.7.619 381. Zimmerman F.J., Christakis D.A. Associations between content types of early media exposure and subsequent attentional problems // Pediatrics.
2007. Vol. 120. P. 986–992. https://doi.org/10.1542/peds.2006-3322

Приложения
Приложение 1.1
Таблицы (глава 1)
Таблица 1. Связь родительской медиации онлайн с особенностями детско-родительских отношений у дошкольников и младших школьников: результаты корреляционного анализа
1   ...   23   24   25   26   27   28   29   30   31


написать администратору сайта